Chapter 1

The Problem

Introduction

Action Research is an integral part of the pedagogical process.

Action research is about two things, action (what you do) and the research

(how you learn about and explain what you do). Action research is finding

ways to improve one’s practice, so it is about creating knowledge (McNiff

& Whitehead, 2010). The main purpose of action research is to produce

practical knowledge that is useful to people in the everyday conduct of

their lives. A broader purpose of action research is the contribution

through this practical knowledge to the increased well-being of individuals

and the community where they belong (Reason & Bradbury, 2008).

The shift of curriculum from the old Revised Basic Education

Curriculum (RBEC) to what K + 12 Basic Education Curriculum now

brings the teaching profession at an escalated level. Research in the

teaching profession by consultants and experts in education are adopted

to meet the current demands challenges of the education system. Teaching

in this generation has brought so much challenges especially that the

trend in education is becoming globally competitive. Innovative teaching

strategies are adopted and continuously enhanced in order to comply with

the current demands of learners. Research-based methodologies were

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introduce to deliver significant outcomes to learners. Research gives

unique educational experience and it gives motivation and strength to

carry out critical inquiry. It also inculcates the habit of making judgements

on one’s action, sharpens the skill in problem solving, and in the process

of evaluation.

Teachers often have various challenges in the teaching and learning

process. In order to address challenges and bring meaningful learning to

the clientele, one should look into application of various strategies to

address them. One practice may be effective and are repeated and some

may not have worked at first, but strategies may be improved later and

ways and means may be utilized.

In the Research Management Guidelines (Deped Order No. 16, series

of 2017), it further encouraged the personnel in the field and presented a

format on how an action research proposal and an action research be

carried out. In addition, the Division of Bukidnon through Memorandum

number 152, series of 2017 strengthened the said order and encouraged

both teaching and non-teaching personnel in the division of Bukidnon to

engage into research practices.

In the implementation of the Individual Personal Competency, one

of the Key Result Areas is for a teacher to conduct action research at least

in the classroom or school level. The conduct of research will certainly

augment points as well. With engagement and conduct of action research,

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one can achieve a good performance rating. The aforementioned is one of

the reasons why research practice is rewarding. Apart from that, any

research conducted by a teacher is one of the things needed for promotion

in both teaching and administrative positions. Alrichter, Posch and

Somekh (1993) opined that teachers can always do research successfully.

The results are remarkable when given opportunities and support.

With the competitive job qualifications of teachers, many have

ventured further studies in the masters degree programs, attending

professional seminars, trainings, and workshops to improve their research

and teaching skills. However, there are many challenges faced by teachers.

They get so busy with the workloads given at school. Aside from that, not

all teachers are given opportunities to attend trainings and seminars

considering the number of teachers at school.

One of the challenges encountered by the teachers in the conduct of

research is the huge demands of their time. Oftentimes, they handle a lot

of issues in the school that cause them to be reluctant to conduct research.

Preparation of learning materials are of great priority and must be given

immediate attention than others. According to Hancock (1997), teachers

focus their energy and creativity in managing and controlling the class.

This makes them view the conduct of research as second priority.

Recently, trainings have been conducted for research coordinators

in the secondary schools. These trainings emphasized the need to conduct

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research. Updates and strategies especially in conducting classroom-

based researches are usually announced. The more hands-on learning

they received from trainings, the more thatthey are likely to engage in

hands-on activities in learning (Wenglinsky, 2001).

However, despite the trainings and seminars done, only few teachers

have pledged commitment to conduct action research. In fact, in New

Nongnongan National High School-Main, only a few from the teachers have

at least completed a full-blown action research. The same is also true to

New Nongnongan National High School-San Nicolas Annex. Although all

are required to comply, most have only presented research proposals but

did not pursue such action research. Those who have successfully finished

their action research were those who have on-going action research and

have continuously working on it.

In understanding the effectiveness of an existing practice, action

research has been conceptualized. Kemmis and Taggart (1988) claimed

action research is a form of collective, self-reflective inquiry where the

participants in social situations undertake to improve social and

educational practice. McNiff and Whitehead (2010) noted that the action

aspect of the said research is about improving practice; while, the research

aspect is on the creation of knowledge about practice. Therefore, the

knowledge created is the knowledge of the one’s practice.

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Mills (2007), earlier alleged that action research is designed by the

teacher and focused on specific classroom needs. Action research

encourages teachers to study their own pedagogy, to look critically and

analytically at their work, to discover what is effective, and to improve

classroom practice. The aforementioned statement was supported by

Reason and Bradbury (2008) as well as Salite, Gedzune and Gedzune

(2009). They posit that the aim of action research is about solving practical

problems and creating new understanding. Price and Valli (2005) also

averred that action research implies change since it requires the

researchers to be agents of change.

With action research, teachers examine new ideas and make

interpretations in light of existing knowledge about teaching practices

(Kang, 2007). As viewed by Nollen and Potten (2007), it is a practical and

systematic research method that enables teachers to investigate their own

teaching and practices. In addition, an effective teacher is one who

routinely reflects upon her practice, takes risks, open to critique, seeks to

develop new understandings about teaching and learning, and applies

what is learned to practice (Davidson, 2009).

With the conduct of an action research, teachers can scrutinize

critically of their own practices, as this will enable teachers to take the

right course of action in a positive manner, mainly by upgrading self-

professional development. In this way teachers will have the opportunity

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to choose the best of their educational practice. It is also noted that

teachers’ actions are carried out with the goal of being more effective in

meeting the learning needs of students. This is done in the name of

professionalism who do not restrict one’s work in the adoption a set of

practical routines.

When teachers are engaged to classroom-based research, self-

reflection is vital not only on how the students responded but as well as

the teacher’s teaching style and to the research design. This act is

manifestation that theories about their practice are developed. This also

includes a critique of its personal educational and social contexts. Small-

scale action research projects are valuable to classroom based-

practitioners in as much as one strategy in applied in a specific classroom

may not be appropriate in another context (Wood, 2017).

Professional development is best when embedded in one’s practice

and linked directly to the classroom. Opportunities for teachers to identify

specific areas of concern provides a culture of inquiry (Gnechten, 2011).

When the teacher finds out that the practice has no or little effect learning,

a new strategy may be adopted, increasing opportunity for learning.

Learning and research embedded in it is a process that provokes

changes. The changes needed today are orientation towards sustainable

development (Grisane, 2008). On the other hand, Educational Research

will not have any practical value if it does not affect teaching and learning
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in classrooms, no matter how brilliant the design or how magnificent the

result (Wang, Kretschmer and Hartman, 2010).

The benefits of action research are apparent not just to the learners

but as well as to the teacher-researcher themselves. It also creates avenue

for a better understanding on the existing practice and embraces the

culture of change for the better. According to Segal (2009), action research

can provide opportunities for reflection and improvement, a testing ground

for improving the teacher’s practice. Teachers understand the basic

premise and importance of research in the teaching profession.

Smith and Lytle (2016) opined that research has foregrounded the

teachers’ role in the generation of knowledge about teaching. Sharing of

experiences with other fellow teachers have augmented their

understanding on what the nature of problem is and the best and ultimate

solution to it. However, the process of documentation and putting it in

writing is not so much evident.

In becoming an evidence-based practice, one of the challenges in

education is teachers’ attitude toward educational research. Little is

known about why teachers may not look to research to solve instructional

problems, but it is likely linked to teachers’ attitudes towards education

research (Holincheck, 2012).

There is a great misinterpretation on the role of teachers as

researchers. There are notions that research is basically the work of

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experts in education and teachers simply implement or adopt the results

of the experts. Lam (2016) clearly emphasized that one of the purpose of

introducing action research in schools is to bring about educational

change in policy and practice. To make it happen, it is vital to evaluate

how teachers actually see action research.

The notion that action research is an additional burden on the part

of the teacher is very popular in the field. Most of the teachers do not have

action researches. For some there was at some point that they have started

but manifested by the proposals but ultimately left behind because they

do not know how to continue. School heads encourage teachers to do

research but do not have mechanism to follow-up the update of the started

research causing the research to be left undone.

This study explored the lived experiences in the conduct of action

research and the strategies used to address the difficulties and the

challenges/problems encountered in the action research process of among

public high school teachers. This investigated the lived experiences,

particularly the personal experiences and background of these teachers

with the action research process, specifically classroom-based research.

The researcher explored how the teachers perceive and understand each

part of the action research process, as mandated by the Department of

Education.
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Framework of the study

The Theory of Experience (Dewey, 2008a, Vygotsky, 2001) provided

the theoretical basis of the study. Experience, as cited by Dewey and

Vygotsky, is not the common use referring to participation of event or

activities or having feelings. Rather, experience is a category of thinking, a

minimal unit of analysis that includes people (their intellectual, affective

and practical characteristics), their material and social environment, their

transactional relations (mutual effects other) and effect. Therefore,

experience is not something concealed within individuals, but extends in

space and time across individuals and setting in the course of temporally

unfolding societal relations, which themselves are perfused with affect

(Vygotsky, 2001).

Public high school teachers may face so many experiences when

working with action research. Each of the action research process is

unique, so does their experiences. From point where a decision to conduct

research is conceptualized, public school teachers may already have the

drive to pursue the scheme they have at hand, but may also be bothered

by anxiety and pessimism.

The process of doing action research may not always be smooth.

There may always be situations where most researchers cease for a

moment since they are hindered by a difficult situation. These difficult

situation on the other hand is a good opportunity to learn and seek new
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ways and experiences which may be useful in future endeavors. In

addition, this experience will also lead to new understanding of the

concepts and will also lead to exploring other alternatives.

Fullan’s (1991, 2001) Model of Educational Change outline how

belief systems relate to the process of change when operationalized. The

model involves key factors, including (a) need, (b) clarity, (c) some

complexity, and (d) the quality of the program or innovation. First, needs

are related to belief systems and values, therefore, teachers are more likely

to accept the innovation being introduced if they understand the purpose

for the change. Action research is considered a need not just for promotion

but to complement instruction.

Secondly, the program’s introduction must have clarity. As a result,

understanding the innovation specifically involves and what it will affect

will also crucial to acceptance. Complexity, or the difficulty of the

innovation, may be an additional factor in its acceptance. The attitude

towards the conduct of action research depends on the understanding of

such concept by the one engaged into it. The negative perception may

prevail if there have been no proper research orientation or no

understanding of the process. This may cause the implementation or the

conduct more something detrimental than a succor. Finally, the quality

and practical application on the innovation impact heavily on its

implementation.
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The afore cited theory supports the notion advanced in the present

study as it narrates the lived experiences in the difficulties and the

challenges/problems encountered by public high school teachers in the

conduct of action research. The purpose of any classroom-based research

should be emphasized prior to engagement or conceptualization of such

activity. Moreover, the current study is strengthened by the mandate of

the department to do classroom-based research as a means to address

classroom-based problems.

This study was also anchored on the Theory of Planned Behavior of

Icek Ajzen (1991). A central factor in this theory is the individual’s

intention to perform a given behavior. These intentions are believed to

capture the motivational factors that influence a behavior. Intentions

therefore, are manifestations of how hard people are willing to try, of how

much effort they are planning to exert, in order to perform the behavior.

As a general rule, the stronger the intention to engage in a behavior,

the more likely should be its performance. It should be clear, however, that

a behavioral intention can find expression in behavior only if the behavior

in question is under volitional control, i.e. if the person can decide at will

to perform or not to perform the behavior. Experiences by any individual

who engage in action research in particular have enhanced the teachers’

knowledge and skill because of the willingness to learn and be open for
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innovations. Teachers can do better with conducting action research if

they are motivated by intentions to do so.

Consequently, if one chooses not to engage or pursue with any

endeavor like action research, the reason may obviously because their

intention is not strong. Because of this, an individual may opt not to do

engage with research anymore because the experience may not be

imperative.

The concept that also undergirds this study is on the work of Schon

(1983) on the forms of reflective thinking in his model of the “epistemology

of practice.” Accordingly, reflection in action acknowledges the tacit

process of thinking which company doing, and which constantly interact

with and modify ongoing practice in such a way that learning takes place.

Reflection-on-action, on the other hand, is viewed as teachers’ thoughtful

consideration and retrospective analysis of their performance in order to

gain knowledge from experience. These two processes together form the

core professional artistry of the reflective practitioner.

One’s experience may be used as a point for reflection especially if it

interests and individual. Lived experiences in the conduct of action

research may not always mean that the process always go smooth. There

may be inevitable circumstances that may require an individual to think

deeply and seek for alternatives in order to manage a certain situation.

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The experience gained may be something that may make the situation

better or make the other way around.

It is better to understand how teachers learn as adult. This can be

considered as a factor in challenging their thinking and in generating new

ideas. In the action research process, each part should be understood and

be learned. Smith (1982) suggested the six conditions for adult learning.

They feel they need to learn and have into what, why, and how they will

learn. Learning content and processes bear a perceived and meaningful

relationship to past experience, and the experience is effectively utilized as

a resource for learning. What is to be learned relates optimally to the

individual’s developmental changes and life tasks. The amount of

autonomy exercised by the learner is congruent with that required by the

node of the methods utilized. They learn in a climate that maximizes

anxiety and encourages freedom to experiment. Finally, their learning

styles are taken into account.

Action research may be something new for some who may have not

encountered this before. Like any other things to be learned, action

research is not something bizarre especially to those who are working in

the field. This implies that it is part of the experience of a teacher and

although the mechanisms or processes may be complicated at first, it can

always be learned as long as an individual has the willingness to do so.

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The theoretical underpinnings of this study support Green’s (1971)

philosophical conceptualization of teaching and teacher education which

points the central role of teachers’ beliefs in thought and action. Beliefs

are the person’s individual understanding of the world. This belief system

consciously or unconsciously guides one’s actions. There are clusters of

sets in which this beliefs were metaphorically stored. Each of the cluster

within the belief system is separate and distinct from the others. The

teachers’ role, was to cross-fertilize among the belief clusters. The result

would be depth of understanding through self-reflection.

Self-reflection occurs through collaboration and professional

discussions, whereby teachers are offered opportunities to share and

challenge their thinking. These engagements help to generate new ideas,

or to modify or confirm thinking concerning the professional’s beliefs and

practices. The experiences encountered, whether desirable or not is

something that may help an individual to develop one’s potential. This

helps also in such a way that the new ideas gained may open for greater

learning opportunities. When teachers learn to practice self-reflection, one

can evaluate the existing practice on its effectiveness. Moreover, when this

happens, one can think of a better way to solve and apply new ways to

which problem can be solved.

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Statement of the Problem

This study investigated the lived experiences in the conduct of action

research among Public Junior and Senior High School Teachers. This was

conducted in the New Nongnongan National High School-Main and New

Nongnongan National High School- Annex, both in Don Carlos II District,

Schools Division of Bukidnon during the School Year 2017-2018.

Specifically, this study sought to answer the question:

1. What are the lived experiences and the strategies used to address

the difficulties and challenges/problems in the conduct of action

research among public high school teachers?

Significance of the Study

This study supplements the existing researches in action research

implementation and the challenges. Specifically, this could unravel some

issues that hinders the teacher-researchers in accomplishing this humble

task. There were various researches done on the effectiveness of action

research but more often than not, lived experiences of the teacher-

researcher have not been studied including the difficulties encountered as

well as the prevailing challenges/problems.

Furthermore, this study was significant because it could give an

opportunity to gain both a personal and professional understanding of how

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theoretical knowledge is actually put into practice. It could also form a new

understanding of the relationship between theory and practice.

This study benefits the teachers whose traditional role as the passer

of knowledge would be expanded to include a more meaningful role that

empowers them as researchers. They would view themselves as generator

of knowledge, to improve their curriculum and collaborate with other

teachers to create knowledge that would be useful to their classroom

environment and enable them to grow professionally.

Teachers would gain insights in their professional practice especially

in the conduct of research and approach problems that emerge in the

classroom with more professional understanding. This would give them a

chance to see for themselves what practice work best for the learners. This

would also give them the chance to reflect and continue the good practices

they do in the science subject. These teachers may learn how to unlock

the common difficulties they experience and change their negative

perspectives to positive ones.

Results of the study could also provide the school administrators

insights and possible solutions to the challenges met not only by teachers

who are conducting action research, but also to all the teachers in their

respective school. Plans and programs may be carried out. The conduct of

capacity building for action research may be included especially in in-

service trainings.
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Likewise, this study would be beneficial to the Department of

Education Officials as they may conduct or initiate seminars, in-service

trainings, and symposia designed for teachers to respond to the need and

conduct of action research.

Moreover, the results of the study could be a valuable reference for

future researchers specifically in the Master of Arts in Education program,

as they would be provided with information relevant from the present

study.

Delimitation of the Study

The study was delimited to explore the lived experiences, and the

strategies to address the difficulties and challenges/problems, in the

conduct of action research. This was conducted with the Junior and Senior

Public High School Teachers. These teacher-participants were handling

classes and have been in the service from one year and above. The research

utilized qualitative research design employing narrative analysis. This was

delimited to the teachers who have conducted and were conducting action

research, specifically in the New Nongnongan National High School-Main

and New Nongnongan National High School-San Nicolas Annex, District II

of Don Carlos in Don Carlos, Schools Division of Bukidnon during the

school year 2017 – 2018. Thus, the result of the study cannot be
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generalized. However, implications can be drawn for practice in other

educational setting and context.

Semi-structured interview and focus group discussion were

employed in obtaining the data. Motive and guide questions were

formulated to get the necessary information. Data were analyzed using

narrative analysis of Clandinin and Connely (2000).

Definition of Terms

To clarify some terms used in this study the following are defined

either operationally and/or theoretically.

Action research. Action Research is a process of systematic, reflective

inquiry to improve educational practices or resolve problems in any

operating unit. As defined by Hubbard and Power (1999), it is simply a

research that is initiated and carried out by teachers in their classrooms

and schools. Action research is carried-out by teachers to solve classroom-

based problem. Hence, it is also called classroom-based research.

Challenges/Problems. Challenges/Problems refer to matter that is

difficult to deal with, solve or overcome. In this study, challenges and

problems are perceived to be the same and refer to a situation that caused

the teachers who are conducting action research some troubles or mired

them from dealing with each of the action research process.

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Difficulties. Difficulties are expression of doubt about the truth or

purpose. In this study, it refers to the doubts about the purpose in each

of the action research process.

Lived Experiences. Lived experiences involved personal knowledge

about the world gained through direct, first-hand involvement in everyday

(Chundler & Munday, 2016). In this study, the lived experiences are the

difficulties and the challenges/problems encountered by teachers in the

conduct of action research public high school teachers were being

explored.

Strategy. Strategy refers to the mechanisms or methods done by the

public high school teachers to address the difficulties and the

challenges/problems in the action research process.